RELATIONSHIP AMONG TEACHER-STUDENT RATIO, SCHOOL INFRASTRUCTURE AND LEARNING OUTCOMES OF SENIOR SECONDARY SCHOOL STUDENTS IN PHYSICS IN ADAMAWA STATE, NIGERIA

This study investigated the relationship among teacher-student ratio, school infrastructure, and learning outcomes in Physics among senior secondary school students in Adamawa State, Nigeria. Prompted by persistently low pass rates in Physics, the research adopted a correlational design, surveying a sample of 300 students across secondary schools using a validated 15-item Likert-scale questionnaire. Data were analyzed using descriptive statistics and regression analysis. Results revealed that although the teacher-student ratio was perceived as generally manageable, both school physical resources and learning resources were rated as inadequate by students. Regression analysis demonstrated a statistically significant, though weak, relationship between teacher-student ratio and learning outcomes (R = 0.181, R² = 3.3%, p < 0.05). More robust relationships were found between school physical resources (R = 0.640, R² = 40.9%, p < 0.001) as well as learning resources (R = 0.550, R² = 30.2%, p < 0.001) and student performance. The findings highlight that improved infrastructure—including better laboratories, classrooms, and instructional materials—and adequate learning resources significantly enhance Physics learning outcomes, whereas teacher-student ratio, while important, plays a comparatively smaller role. The study recommends targeted investments in recruiting qualified Physics teachers and upgrading school facilities and resources to foster improved academic achievement in Physics, thereby supporting long-term scientific and technological development in Nigeria.